Alberta Programs of Study — Grade 1


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1-1.1.1.

Express ideas and develop understanding: Share personal experiences that are clearly related to oral, print and other media texts.

1-1.1.2.

Express ideas and develop understanding: Talk with others about something recently learned.

1-1.1.3.

Express ideas and develop understanding: Make observations about activities, experiences and oral, print and other media texts.

1-1.1.4.

Express ideas and develop understanding: When mixing primary colours, students record results and discuss their findings. One student says, 'Mixing yellow and blue makes green.'.

1-1.1.5.

Experiment with language and forms: Experiment with different ways of exploring and developing stories, ideas and experiences.

1-1.1.6.

Express preferences: A student writes a poem about the colour red, using a model for colour poems from 'For the Love of Language: Poetry for Every Learner.'.

1-1.1.7.

Express preferences: Express preferences for a variety of oral, print and other media texts.

1-1.1.8.

Set goals: Choose to read and write for and with others.

1-1.2.1.

Consider others' ideas: Listen and respond appropriately to experiences and feelings shared by others.

1-1.2.2.

Combine ideas: Group ideas and information into categories determined by an adult.

1-1.2.3.

Extend understanding: Ask questions to get additional ideas and information on topics of interest.

1-10.1.

Identify each of the senses, and explain how we use our senses in interpreting the world.

1-10.2.

Identify ways that our senses contribute to our safety and quality of life.

1-10.3.

Apply particular senses to identify and describe objects or materials provided and to describe living things and environments. Students meeting this expectation will be able to describe characteristics, such as colour, shape, size, texture, smell and sound.

1-10.4.

Recognize the limitations of our senses, and identify situations where our senses can mislead us; e.g., feeling hot or cold, optical illusions, tasting with a plugged nose.

1-10.5.

Recognize that other living things have senses, and identify ways that various animals use their senses; e.g., sensing danger, finding food, recognizing their own young, recognizing a potential mate.

1-10.7.

Describe ways to take care of our sensory organs, in particular, our eyes and ears.

1-11.1.

Observe, describe and compare living things.

1-11.10.

Give examples of ways in which animals depend on plants and ways in which plants depend on animals; e.g., particular plants may serve as a source of food and shelter, animals may help spread pollen and seeds.

1-11.2.

Contrast living and nonliving things.

1-11.3.

Identify ways in which living things are valued; e.g., as part of a community of living things; as sources of food, clothing or shelter.

1-11.4.

Classify some common local plants and animals into groups on the basis of visible characteristics; e.g., adaptations for survival, such as claws, beaks, prickles.

1-11.5.

Identify examples of plants and animals that are normally under human care (domesticated) and those that are normally independent of human care (wild).

1-11.6.

Identify the requirements of animals to maintain life; i.e., air, food, water, shelter, space; and recognize that we must provide these for animals in our care.

1-11.7.

Identify the requirements of plants to maintain life; i.e., air, light, suitable temperature, water, growing medium, space; and recognize that we must provide these for plants in our care.

1-11.8.

Identify ways that land plants depend on soil.

1-11.9.

Recognize that some plants and animals must adapt to extreme conditions to meet their basic needs; e.g., arctic and desert plants and animals.

1-2.1.1.

Use prior knowledge: Use knowledge of how oral language is used in a variety of contexts to construct and confirm meaning.

1-2.1.10.

Use comprehension strategies: Identify high frequency words by sight.

1-2.1.11.

Use comprehension strategies: Read aloud with some fluency and accuracy, after rehearsal.

1-2.1.12.

Use comprehension strategies: Self-correct when reading does not make sense, using cues such as pictures, context, phonics, grammatical awareness and background knowledge.

1-2.1.13.

Use textual cues: Preview book cover, pictures and location of text to assist with constructing and confirming meaning.

1-2.1.14.

Use textual cues: Use word boundaries, capital letters, periods, question marks and exclamation marks to assist with constructing and confirming meaning during oral and silent reading.

1-2.1.15.

Use phonics and structural analysis: Segment and blend sounds in words spoken or heard.

1-2.1.16.

Use phonics and structural analysis: Use analogy to generate and read phonically regular word families.

1-2.1.17.

Use phonics and structural analysis: Associate sounds with letters and some letter clusters.

1-2.1.19.

Use references: Name and match the upper and lower case forms of letters.

1-2.1.2.

Use prior knowledge: Use previous experience and knowledge of oral language to make connections to the meaning of oral, print and other media texts.

1-2.1.3.

Use prior knowledge: Use knowledge of context, pictures, letters, words, sentences, predictable patterns and rhymes in a variety of oral, print and other media texts to construct and confirm meaning.

1-2.1.4.

Use prior knowledge: Use knowledge of print, pictures, book covers and title pages to construct and confirm meaning.

1-2.1.5.

Use comprehension strategies: Use language prediction skills to identify unknown words within the context of a sentence.

1-2.1.6.

Use comprehension strategies: Students use meaning, grammatical and phonics cues to read the unfamiliar word in the sentence, 'I see a cat and her baby kitten.'.

1-2.1.7.

Use comprehension strategies: Use a variety of strategies, such as making predictions, rereading and reading on.

1-2.1.8.

Use comprehension strategies: Identify the main idea or topic of simple narrative and expository texts.

1-2.1.9.

Use comprehension strategies: Identify by sight some familiar words from favourite print texts.

1-2.2.

Focus: Students will predict what they think will happen or what they might find.

1-2.2.1.

Experience various texts: Participate in shared listening, reading and viewing experiences, using oral, print and other media texts from a variety of cultural traditions and genres, such as poems, storytelling by elders, pattern books, audiotapes, stories and cartoons.

1-2.2.10.

Appreciate the artistry of texts: Experiment with repetition, rhyme and rhythm to create effects in own oral, print and other media texts.

1-2.2.2.

Experience various texts: Illustrate and enact stories, rhymes and songs.

1-2.2.3.

Experience various texts: remember and retell familiar stories and rhymes.

1-2.2.4.

Construct meaning from texts: Relate aspects of stories and characters to personal feelings and experiences.

1-2.2.5.

Construct meaning from texts: Retell interesting or important aspects of oral, print and other media texts.

1-2.2.7.

Construct meaning from texts: Tell, represent or write about experiences similar or related to those in oral, print and other media texts.

1-2.2.8.

Construct meaning from texts: Tell what was liked or disliked about oral, print and other media texts.

1-2.2.9.

Appreciate the artistry of texts: Identify how words can imitate sounds and create special effects.

1-2.3.

Explore and Investigate: Students will manipulate materials and make observations that are relevant to questions asked.

1-2.3.1.

Understand forms and genres: Distinguish differences in the ways various oral, print and other media texts are organized.

1-2.3.4.

Understand techniques and elements: Tell what characters do or what happens to them in a variety of oral, print and other media texts.

1-2.3.5.

Experiment with language: Demonstrate interest in repetition, rhyme and rhythm in shared language experiences, such as action songs and word play.

1-2.4.2.

Elaborate on the expression of ideas: Change, extend or complete rhymes, rhythms and sounds in pattern stories, poems, nursery rhymes and other oral, print and other media texts.

1-2.5.

Explore and Investigate: Students will recognize and describe steps followed, based on independent activity, on directed activity and on observing the activity of others.

1-2.6.

Reflect and Interpret: Students will describe what was observed, using pictures and oral language.

1-3.1.

Focus: Students will identify the problem or task: What structure do we need to make?

1-3.1.1.

Focus attention: Explore and share own ideas on topics of discussion and study.

1-3.1.2.

Focus attention: Connect information from oral, print and other media texts to topics of study.

1-3.1.3.

Determine information needs: Ask and answer questions to satisfy information needs on a specific topic.

1-3.1.4.

Plan to gather information: Follow spoken directions for gathering ideas and information.

1-3.2.

Explore and Investigate: Students will attempt, with guidance, one or more strategies to complete the task.

1-3.2.1.

Use a variety of sources: Find information on a topic using a variety of sources, such as picture books, concept books, people and field trips.

1-3.2.3.

Access information: Use questions to find specific information in oral, print and other media texts.

1-3.2.4.

Access information: Understand that library materials are organized systematically.

1-3.2.5.

Evaluate sources: Match information to research needs.

1-3.3.

Explore and Investigate: Students will engage in all parts of the task.

1-3.3.2.

Organize information: List related ideas and information on a topic, and make statements to accompany pictures.

1-3.3.3.

Record information: Represent and explain key facts and ideas in own words.

1-3.4.

Explore and Investigate: Students will identify materials used.

1-3.4.1.

Share ideas and information: Share ideas and information from oral, print and other media texts with familiar audiences.

1-3.4.2.

Share ideas and information: Answer questions directly related to texts.

1-3.5.

Explore and Investigate: Students will recognize and describe steps followed, based on independent activity, on directed activity and on observing the activity of others.

1-3.6.

Reflect and Interpret: Students will describe the product of the activity, using pictures and oral language.

1-3.7.

Reflect and Interpret: Students will identify processes by which the product was made.

1-3.8.

Reflect and Interpret: Students will identify how the product might be used.

1-4.1.

Students will show growth in acquiring and applying curiosity.

1-4.1.2.

Revise and edit: Rephrase by adding or deleting words, ideas or information to make sense.

1-4.1.3.

Revise and edit: Check for obvious spelling errors and missing words.

1-4.1.4.

Enhance legibility: Print letters legibly from left to right, using lines on a page as a guide.

1-4.1.5.

Enhance legibility: Use appropriate spacing between letters in words and between words in sentences.

1-4.1.7.

Expand knowledge of language: Experiment with letters, sounds, words and word patterns to learn new words.

1-4.1.8.

Enhance artistry: Use words and pictures to add sensory detail in oral, print and other media texts.

1-4.2.

Students will show growth in acquiring and applying confidence in personal ability to explore materials and learn by direct study.

1-4.2.2.

Attend to grammar and usage: Write simple statements, demonstrating awareness of capital letters and periods.

1-4.2.3.

Attend to spelling: Use knowledge of sounds of consonants and short vowels to spell phonically regular one syllable words in own writing.

1-4.2.4.

Attend to spelling: Spell phonically irregular high frequency words in own writing.

1-4.2.6.

Attend to spelling: Know that words have conventionally accepted spellings.

1-4.2.7.

Attend to capitalization and punctuation: Capitalize the first letter of names and the pronoun 'I' in own writing.

1-4.2.8.

Attend to capitalization and punctuation: Identify periods, exclamation marks and question marks when reading, and use them to assist comprehension.

1-4.3.

Students will show growth in acquiring and applying inventiveness.

1-4.3.1.

Present information: Present ideas and information to a familiar audience, and respond to questions.

1-4.3.3.

Use effective oral and visual communication: Speak in a clear voice, with appropriate volume, to an audience.

1-4.3.4.

Demonstrate attentive listening and viewing: Ask questions to clear up confusing information.

1-4.3.5.

Demonstrate attentive listening and viewing: Be attentive and show interest during listening or viewing activities.

1-4.4.

Students will show growth in acquiring and applying perseverance: staying with an investigation over a sustained period of time.

1-4.5.

Students will show growth in acquiring and applying appreciation of the value of experience and careful observation.

1-4.8.

Students will show growth in acquiring and applying respect for living things and environments, and commitment for their care.

1-5.1.

Identify colours in a variety of natural and manufactured objects.

1-5.1.1.

Appreciate diversity: Share personal experiences and family traditions related to oral, print and other media texts.

1-5.1.2.

Relate texts to culture: Talk about other times, places and people after exploring oral, print and other media texts from various communities.

1-5.1.3.

Celebrate accomplishments and events: Share ideas and experiences through conversation, puppet plays, dramatic scenes and songs to celebrate individual and class accomplishments.

1-5.1.4.

Use language to show respect: Use appropriate words, phrases and sentences to ask questions, to seek and give assistance, and to take turns.

1-5.10.

Demonstrate at least one way to separate sunlight into component colours.

1-5.2.

Compare and contrast colours, using terms such as lighter than, darker than, more blue, brighter than.

1-5.2.1.

Cooperate with others: Work in partnerships and groups. Students are paired with older students for daily reading.

1-5.2.2.

Cooperate with others: Help others and ask others for help. Students ask for assistance from the teacher or peers when spelling.

1-5.3.

Order a group of coloured objects, based on a given colour criterion.

1-5.4.

Predict and describe changes in colour that result from the mixing of primary colours and from mixing a primary colour with white or with black.

1-5.5.

Create a colour that matches a given sample, by mixing the appropriate amounts of two primary colours.

1-5.6.

Distinguish colours that are transparent from those that are not. Students should recognize that some coloured liquids and gels can be seen through and are thus transparent and that other colours are opaque.

1-5.9.

Demonstrate that colour can sometimes be extracted from one material and applied to another; e.g., by extracting a vegetable dye and applying it to a cloth, by dissolving and transferring a water-soluble paint.

1-6.1.

Describe the regular and predictable cycle of seasonal changes: changes in sunlight and changes in weather.

1-6.2.

Identify and describe examples of plant and animal changes that occur on a seasonal basis: changes in form and appearance, changes in location of living things, changes in activity; e.g., students should recognize that many living things go into a dormant period during winter and survive under a blanket of snow as a seed, egg or hibernating animal and production of young on a seasonal basis.

1-6.3.

Identify human preparations for seasonal change and identify activities that are done on a seasonal basis.

1-6.4.

Record observable seasonal changes over a period of time.

1-8.1.

Select appropriate materials, such as papers, plastics, woods; and design and build objects, based on the following kinds of construction tasks: construct model buildings; e.g., homes (human, animal, from other cultures), garages, schools; construct model objects; e.g., furniture, equipment, boats, vehicles; construct toys; e.g., pop-ups, figures; create wind- and water-related artifacts; e.g., dams, water wheels, boats.

1-8.3.

Compare two objects that have been constructed for the same purpose, identify parts in one object that correspond to parts in another, and identify similarities and differences between these parts.

1-8.4.

Recognize that products are often developed for specific purposes, and identify the overall purpose for each model and artifact constructed.

1.[CN]

Connections: Students are expected to connect mathematical ideas to other concepts in mathematics, to everyday experiences and to other disciplines

1.[PS]

Problem Solving: Students are expected to develop and apply new mathematical knowledge through problem solving

1.[R]

Reasoning: Students are expected to develop mathematical reasoning

1.[T]

Technology: Students are expected to select and use technologies as tools for learning and for solving problems

1.[V]

Visualization: Students are expected to develop visualization skills to assist in processing information, making connections and solving problems.

1.1.1.

Say the number sequence 0 to 100 by: 1s forward between any two given numbers; 1s backward from 20 to 0; 2s forward from 0 to 20; 5s and 10s forward from 0 to 100. [C, CN, ME, V]

1.1.1.1.

Appreciate how belonging to groups and communities enriches an individual's identity (I)

1.1.1.2.

Appreciate multiple points of view, languages, cultures and experiences within their groups and communities (C, CC)

1.1.1.3.

Demonstrate respect for their individual rights and the rights of others (C, I)

1.1.1.4.

Recognize and respect how the needs of others may be different from their own (C)

1.1.10.

Describe and use mental mathematics strategies for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V]

1.1.2.

Subitize (recognize at a glance) and name familiar arrangements of 1 to 10 objects or dots. [C, CN, ME, V]

1.1.2.1.

Demonstrate a willingness to share and cooperate with others (C, PADM)

1.1.2.2.

Appreciate how their actions might affect other people and how the actions of others might affect them (C)

1.1.2.3.

Demonstrate a willingness to resolve issues and/or problems peacefully (C, PADM)

1.1.2.4.

Assume responsibility for their individual choices and actions (CC, I)

1.1.3.

Demonstrate an understanding of counting by: indicating that the last number said identifies how many; showing that any set has only one count; using counting-on; using parts or equal groups to count sets. [C, CN, ME, R, V]

1.1.3.1.

What different types of communities or groups do you belong to? (CC)

1.1.3.2.

What helps us to recognize different groups or communities (e.g., landmarks, symbols, colours, logos, clothing)? (CC)

1.1.3.3.

In what ways do we belong to more than one group or community at the same time? (CC, I)

1.1.3.4.

In what ways do we benefit from belonging to groups and communities? (C, CC, I)

1.1.3.5.

What are our responsibilities and rights at home, at school, in groups and in communities? (C, CC, I)

1.1.4.

Represent and describe numbers to 20, concretely, pictorially and symbolically. [C, CN, V]

1.1.4.1.

In what ways do people cooperate in order to live together peacefully? (C, I)

1.1.4.2.

How do groups make decisions? (PADM)

1.1.4.3.

In what ways do people help one another at home, at school and in groups to ensure the vitality of their community? (C)

1.1.4.4.

How do our actions and decisions contribute to the well-being of groups and communities? (C, I, PADM)

1.1.4.5.

How does caring for the natural environment contribute to the well being of our community? (C, LPP)

1.1.5.

Compare sets containing up to 20 elements, using: referents; one-to-one correspondence to solve problems. [C, CN, ME, PS, R, V]

1.1.5.1.

What are some familiar landmarks and places in my community? (CC, TCC)

1.1.5.2.

Why are these landmarks and places significant features of the community? (CC, I, TCC)

1.1.5.3.

What are some differences between rural and urban communities? (CC, LPP)

1.1.5.4.

Where is my community on a map or on a globe? (LPP)

1.1.7.

Demonstrate an understanding of conservation of number. [C, R, V]

1.1.8.

Identify the number, up to 20, that is: one more; two more; one less; two less than a given number. [C, CN, ME, R, V]

1.1.9.

Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically, by: using familiar mathematical language to describe additive and subtractive actions; creating and solving problems in context that involve addition and subtraction; modelling addition and subtraction, using a variety of concrete and visual representations, and recording the process symbolically. [C, CN, ME, PS, R, V]

1.2.1.

Demonstrate an understanding of repeating patterns (two to four elements) by: describing; reproducing; extending; creating patterns using manipulatives, diagrams, sounds and actions. [C, PS, R, V] [ICT: P2-1.1]

1.2.1.1.

Recognize how their families and communities might have been different in the past than they are today (CC, TCC)

1.2.1.2.

Appreciate how the languages, traditions, celebrations and stories of their families, groups and communities contribute to their sense of identity and belonging (CC, I, TCC)

1.2.1.4.

Appreciate people who have contributed to their communities over time (CC, I, TCC)

1.2.1.5.

Recognize how diverse Aboriginal and Francophone communities are integral to Canada's character (CC, I)

1.2.1.6.

Acknowledge and respect symbols of heritage and traditions in their family and communities (CC, I, TCC)

1.2.2.

Translate repeating patterns from one representation to another. [C, CN, R, V]

1.2.2.2.

What is my family's past in our community? (CC, I, TCC)

1.2.2.3.

In what ways has my community changed over time (e.g., original inhabitants, ancestors, generations, ways of life)? (CC, TCC)

1.2.2.4.

How have changes over time affected their families and communities in the present? (I, TCC)

1.2.2.5.

In what ways have Aboriginal, Francophone and diverse cultural groups contributed to the origins and evolution of their communities over time? (CC, I, TCC)

1.2.2.6.

What connections do we have to the Aboriginal, Francophone and diverse cultures found in our communities? (CC, I, TCC)

1.2.2.7.

What are some examples of traditions, celebrations and stories that started in the past and continue today in their families and communities? (CC, I, TCC)

1.2.3.

Sort objects, using one attribute, and explain the sorting rule. [C, CN, R, V]

1.2.4.

Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20). [C, CN, R, V]

1.2.5.

Record equalities, using the equal symbol. [C, CN, PS, V]

1.3.1.

Demonstrate an understanding of measurement as a process of comparing by: identifying attributes that can be compared; ordering objects; making statements of comparison; filling, covering or matching. [C, CN, PS, R, V]

1.3.2.

Sort 3-D objects and 2-D shapes, using one attribute, and explain the sorting rule. [C, CN, R, V]

1.3.3.

Replicate composite 2-D shapes and 3-D objects. [CN, PS, V]

1.3.4.

Compare 2-D shapes to parts of 3-D objects in the environment. [C, CN, V]

1.S.1.1.

Examine ideas and information from varied sources

1.S.1.2.

Choose and justify a course of action

1.S.2.1.

Recognize that some activities or events occur on a seasonal basis

1.S.2.2.

Differentiate between activities and events that occurred recently and long ago

1.S.3.1.

Use a simple map to locate specific areas within the school and community

1.S.3.2.

Ask geographic questions, such as asking for directions

1.S.3.3.

Understand that globes and maps are visual representations of the world

1.S.3.4.

Locate Canada on a globe or map

1.S.4.1.

Collaborate with others to devise strategies for decision making and problem solving

1.S.4.2.

Apply ideas and strategies to contribute to decision making and problem solving

1.S.5.2.

Work and play in harmony with others to create a safe and caring environment

1.S.5.3.

Demonstrate a willingness to share space and resources

1.S.6.1.

Behaviour in accordance with classroom, school and community expectations

1.S.7.1.

Ask questions to make meaning of a topic

1.S.7.2.

Compare and contrast information gathered navigate within an electronic document

1.S.7.5.

Draw conclusions from organized information

1.S.8.1.

Interact with others in a socially appropriate manner

1.S.8.3.

Listen to others in order to understand their point of view